Time: 1 hour

Resources:

• TV and video player
• Programme recording
• Task Sheet 1
• Background information from the introduction page of FSA Penneys website:

www.pfeg.org/Resources/Detail/default.asp?ResourceID=233

1. Explain the objectives of the lesson (see the downloadable PDF on the FSA website).
2. Watch a recording of Programme 1.
3. Organise the class into groups with, if possible, a mixture of gender and ability.
4. Give each student Task Sheet 1 and one set of background information per group.
5. Ask the groups to elect a spokesperson.
6. Set up group discussion depending on the time available. Either ask the groups to discuss all the questions and record their views on the sheet, or allocate one character from the episode to each group and ask for views on the questions relating to him/her only.
7. Take feedback from the groups, inviting the spokesperson first to explain the group’s views, then ask for supplementary views from other students.
8. Seek views on whether it is possible for people to change their attitude to money.

2. Group discussion: What would you do?

Time: 1 hour

Resources:

• TV and video player
• Programme recording
• Task Sheet 2
• Background information from the programme 1 pages of FSA Penneys website

1. Explain the objectives of the lesson (see Aims).
2. Watch a recording of Programme 1.
3. Organise the class into groups with, if possible, a mixture of gender and ability.
4. Give each student Task Sheet 2 and each a group a set of background information.
5. Ask the groups to elect a spokesperson.
6. Set up group discussion to explore how Scott and or Emma might resolve their financial problems.
7. Take feedback from the groups, inviting the spokesperson first to explain the group’s views, then ask for supplementary views from other students.
8. If appropriate ask whether anyone has changed his or her own attitude towards money as a result of watching and discussing the programme.

Research assignments

In programme 1 the following financial topics are referred to in greater or lesser detail:

• jobs
• budgeting
• credit and debt
• mobile phones
• buying a car
• student finance
• women and finance
• grandparents saving for children and grandchildren

They are all dealt with further in programmes 2 and 3 of Looking After the Penneys. Background information on all of these issues can be found on the FSA website, and on other websites listed in the Links section of these notes.

For example:

www.pfeg.org/Resources/Detail/default.asp?ResourceID=233

http://www.natwestf2f.com

See also the 4Learning Net Notes for Off Limits: Get Working for up-to-date background information on the legal aspects of part-time work for students still at school.

Research Activity

The implications and costs of having a mobile phone are covered in some depth and this may be the best topic to research from programme 1. Credit and debt, student finance and buying a car could be left until after watching the next two programmes.

1. Students research the pros and cons of having a mobile phone. Provide leaflets from local retailers, adverts from the local paper and website references as sources of information.
2. Students design a small leaflet or poster for display in school, to explain the advantages and disadvantages of having a mobile phone, the likely costs and methods of payment, and the legal aspects.
3. Hold a class debate on the motion: ‘Everyone should have a mobile phone’.